The Effectiveness of Flipped Classroom and Think-Pair-Share in Enhancing English Proficiency and Student Engagement among EFL Learners in Higher Education

Abstract

This study investigates the effectiveness of a blended learning model integrating Flipped Classroom and Think-Pair-Share (TPS) in university-level English language teaching (ELT). It evaluates its impact on English proficiency and student engagement, addressing the growing need for interactive, student-centered instruction in higher education. A quasi-experimental mixed-methods design was applied to 80 first-semester university students, divided into experimental and control groups. The experimental group engaged in Flipped Classroom and TPS activities, while the control group followed conventional instruction. English proficiency was measured through pre- and post-tests, while student engagement was assessed using questionnaires, interviews, and classroom observations. Paired t-tests and thematic analysis were conducted to analyze the data. The experimental group outperformed the control group in all language skills, with the highest gains in speaking (30%) and writing (26.5%). Student engagement significantly increased, particularly in classroom discussions (+38.71%). Qualitative findings revealed that students found the blended model more engaging, interactive, and effective in fostering collaboration and confidence in language use. The study provides empirical evidence supporting the integration of Flipped Classroom and TPS in ELT, offering practical insights for curriculum development, faculty training, and policy adaptation in higher education. This study contributes to blended learning research in ELT, demonstrating its potential for scalable, adaptive, and technology-enhanced pedagogies. Future research should explore long-term retention, cross-cultural implementation, and AI-driven learning support.